This lesson is meant to give the students in class time to work on their final project for the unit. The final project consists of making an informational brochure detailing what they have learned during this unit, as well as getting them to critically think of ways that society might help the ecosystem. This lesson is meant to give students access to in class materials as well as the opportunity to ask questions or clear up misconceptions.
Opportunities to Learn
Depth of Knowledge Level 2
Summarize various topics discussed in class.
Level 3
Construct an informational brochure detailing concepts discussed in class and give specific examples of issues.
Research and formulate various ways in which people can make a positive difference to the environment.
Prerequisite Knowledge
Students should have had experience with several issues in ecology. They should have a grasp on the following topics:
Food webs and energy transfer through the food web
Endemic species in Narragansett Bay
Invasive species
Various ways in which humans alter the enviroment, leading to habitat destruction
Sources and types of pollution
Greenhouse effect
Global warming and it's impacts
Plans for Differentiating Instruction
Process: Differentiated instructional methods
Inquiry Based Learning: Use of inquiry based learning will help create a student centered learning experience. Students work at their own pace and investigate a particular species. Through their investigations and research, they will come up with information that they find relevant.
Accommodations and modifications
Student A: Accommodation needed for writing skills and comprehension of directions. Informational brochure rubric will be provided in order to provide explicit instructions and verbal directions will also be given to check for understanding. Accommodation can be offered to all students.
Other accommodations or modifications will be made according to IEP protocol.
Environmental factors
Lesson will take place in class
Laptops provided
Environmental factors
Classroom setting
Students will have access to computers as well as reference material
Materials
Computers
Reference Materials
Objectives
Students will construct an informational brochure that
summarizes the concepts discussed in class
uses specific examples researched in class to further explain larger concepts
formulates various ways in which humans can help the environment around them
Instruction
Opening Question (Written on board)
What is an informational brochure?
Why would someone want to write one of these? Give an example
Segue
Review student answers, then show examples of various brochures from save the bay and Audubon society
Research and Development Day
State Standards
RI GSE LS2 (9-11)Context of Lesson
This lesson is meant to give the students in class time to work on their final project for the unit. The final project consists of making an informational brochure detailing what they have learned during this unit, as well as getting them to critically think of ways that society might help the ecosystem. This lesson is meant to give students access to in class materials as well as the opportunity to ask questions or clear up misconceptions.Opportunities to Learn
Depth of KnowledgeLevel 2
- Summarize various topics discussed in class.
Level 3Prerequisite Knowledge
Students should have had experience with several issues in ecology. They should have a grasp on the following topics:
Plans for Differentiating Instruction
Process: Differentiated instructional methods
Accommodations and modifications
Environmental factors
Environmental factors
Materials
Objectives
Students will construct an informational brochure thatInstruction
OpeningQuestion (Written on board)
- What is an informational brochure?
- Why would someone want to write one of these? Give an example
SegueEngagement
Closure
Assessment
Lesson Plans Home